Day 3 Week 3

This lesson plan introduces experimental variables to secondary students. Students watch and
discuss a demonstration and short video, and then apply their learning to an experimental
investigation.

Learning Objectives
By the end of this lesson, students will be able to:

 define the term 'variable' as it relates to scientific experiments

 define the terms 'independent variable,' 'dependent variable,' and 'control variable
 identify the independent variable, dependent variable and control variable in an
experiment

Rationale & Preparation

The Why Behind Teaching This:

Students must be able to identify variables in experiments as outlined by

standard 3-5-ETS1-3 which states that students will plan and carry out fair
tests in which variables are controlled and failure points are considered to
identify aspects of a model or prototype that can be improved.  In order to
complete these tests failry, students will need to know how to control all types
of variables and thus, mut have a good understanding of what each type of
variable is. 

In every experiment we conduct throughout the year, identifying all three types

of variables will be an important aspect.  Providing them with many
opportunities to practice identifying these in real experiments will help build
their knowledge and confidence.    

Goal of Lesson:

The goal of this lesson is for students to be able to differntiate between the
three types of variables and identify them in given experiments.

Criteria for Success:

Students will demonstrate an understanding of the three types of variables by

identifying each one for a given experiment on an exit ticket. 
 Preparing for the Lesson:
Warm Up:
 Hotdog fold a piece of copy paper and cut the front flap into 3 sections
to make a foldable for each student. I always precut the foldables for students
to save time. 
 Print out the what is wrong in this experiment scenario to use on the
overhead.

Guided Practice:
 Trifold board set up with an experiment example on it.  You can use any
of the sets from the scientific method lesson, experiment practice strips set
1, experiment practice strips set 2, experiment practice strips set 3
 
Explore:
 Download the Can you Name That Variable game. 
 Have a reward prepared for the winners of the game.
 

Wrap Up:
 Have one blank notecard ready for each student.

Warm Up
10 MINUTES
Can you find what is wrong with this experiment?
I place the what is wrong with this experiment scenario on the overhead.   The
scenario is being used to engage students in a discussion that leads into what
they will be learning about today, variables.   Students read through it and I
ask them to turn and talk with their group members to try and find what the girl
in the scenario and her mother did wrong.  I circulate and listen to
conversations.  After a couple minutes of talk time, I call on groups I heard
that had different ideas.  One group said they only tested the experiment one
time and they should have done it at least three times.  Another group
identified the different amounts of water being used as what was wrong.  A
third group said they only added salt to one of the pots.  We discuss these
ideas together as a class and determine if we believe they could affect the
outcome of the experiment.  I do not tell them the correct answer at this time.
Foldable for types of variables

I pass out a foldable, which is precut as described in the preparation section,

to each student.  I explain that in order to accurately test something in an
experiment, scientists have to control variables.  There are three types of
variables that we will be identifying and discussing.  I have a foldable I am
recording on as I discuss these variables.  The foldable I am recording on is
projected on the overhead.  I do this so that ESE and ELL students, as well as
those who may struggle with listening and writing, will have a model to refer
to.  It also allows for me to have a copy in my science notebook to refer back
to throughout the year. 

On the first flap I write the words “Dependent Variables,” on the second flap I
write the words “Independent Variables,” and on the third flap I write the words
“Control Variables.” 

I ask students if they know what the word independent means.  They begin
giving me answers that indicate they may know, but cannot put it into words.  I
use the word in a sentence “tests are to be completed independently” and ask
them what the word means in that sentence.  They can then tell me it means
to be completed alone.  I tell them that an independent variable is similar, it
stands alone. The independent variable is the one variable that is changed. 
Only one variable can be changed in an experiment so that we know that is
the variable that affected the outcome.  We open the independent variable
flap and record: The one variable that is changed or is being tested in an
experiment.
I then tell them everything else in the experiment has to be kept the same,
and everything the scientist has control over are called control variables, or
constants.  We open the control variable flap and record: all variables in the
experiment that are kept the same, can usually find at least 4. 
Our final flap is the dependent variable flap.  I tell them that the dependent
variable is dependent on the variable that is changed…which is the (I wait for
choral response of independent variable).  I always remember the dependent
variable as the data since both begin with the letter D it makes it easier to
remember.  We open the dependent variable flap and record: the dependent
variable is the data being collected, it is dependent on the independent
variable. 
Guided Practice:
10 MINUTES
Applying our new knowledge to an experiment scenario

I put the what is wrong with this experiment scenario back on the overhead so we can go over
it together. I read it aloud the students. I ask them to identify the independent variable, or
what Stephanie is testing. They answer correctly by stating she is adding salt to the water. I
highlight this in yellow so it stands out as the independent variable.

I then ask them what the dependent variable is or what data she is collecting or measuring.
They can answer correctly, the time it takes the water to boil over. I highlight this in green so it
stands out as the dependent variable.

I then ask them to identify at least four things that Stephanie and her mother would need to
control, or keep the same, so that they will know it is the salt that has affected the outcome.
This presents more of a struggle for students. I have them visualize what Stephanie is doing. I
have a student read the second paragraph and ask students what variables they see in that
paragraph, they answer the amount of water, the size of the pot, and the temperature of the
stove. I highlight these in orange as they name them. They cannot name a fourth without
some question leads from me. I go through and physically act out the experiment, pointing out
the variables they have already identified.

Stephanie walks over to the cabinet, she gets 2 identical pots out and adds water to both. She
pours salt into one of the pots and then walks over to the stove and places them on the
burners. Think about what your stove at home looks like. Is there anything Stephanie would
need to consider when placing the pots on the stove? What is she doing with the pots after she
puts the heat on both at the same temperature?

Students respond to my questions by first saying that Stephanie would need to put the pots on
the same burner. I correct them by saying, they can't put two pots on the same burner, but
they can put them on burners of the same size. Another student tells me that she would need
to watch them and time to see which one boils over first. I ask if she is doing anything while
she is timing and they say no. I say, exactly, that is another variable. She can't be stirring one
pot, or shaking it, they should both be sitting still.
I then ask them the question presented in the warm up again, “Can you see what they did
wrong now?” Students can tell me that they used different amounts of water which could have
affected to outcome.

Applying knowledge to a real world experiment

I take out a scientific method trifold board with the steps of an experiment on the board and
students take out their whiteboards. I use one of the experiment example sets from the
scientific method lesson (experiment practice strips set 1, experiment practice strips set 2,
experiment practice strips set 3 ). I ask them to decide what the independent variable in the
experiment is. I remind them, this is the one thing that is being tested or changed in the
experiment. Students record answers on their whiteboards and hold them up. I then ask them
what step they found this information. The majority of the time, the independent variable can
be found in the question.

I then ask them what the dependent variable would be, and remind them this would be the
data that is collected. Students record their answer on their whiteboards and hold them up. I
scan the room to see which students demonstrate an understanding and which students are
struggling. I will direct questions towards these struggling students to help them visualize the
experiment and what will be measured. I ask students what step this information can be found.
They can usually find what data will be collected in the procedure.

I then ask them to discuss with their group and record on their whiteboards, four variables that
would need to remain constant, or kept the same in this experiment. I give them a few minutes
of talk time and time to record, then ask them to hold their boards up. I read off what each
group put and we see that the class was able to come up with more than just four.

I have included answer keys, experiment practice strips set 1 - variable answer key, experiment
practice strips set 2 - variable answer key, experiment practice strips set 3 - variable answer key
with the variables identified to help know what I was looking for. I highlighted the independent
variable in each set yellow, the dependent variable in purple, and the control variables in blue.
The highlighting helps to see where these can most often be found. Control variables are the
most difficult thing to identify because they are not always listed in the experiment steps,
sometimes students have to infer what these variables might be. I included several possibilities
 for each experiment, including those not listed in the experiment set up, at the bottom of each
document, along with the other variables written out again.

EXPLORE
30 MINUTES
Can you name that variable game
I tell students we are going to test their knowledge about variables.  I explain
that they will be contestants on a game show called "Can You Name That
Variable". Students are already sitting in their groups, I just review what group
number each group is.  I explain the directions:
 Group 1 will go first, they will select a category and amount.
 I will reveal the question, all groups will discuss their answer at a voice
level 1 (whisper).  I remind them if they are louder than a voice level 1, other
groups will hear their answer. 
 I tell them that the recorder will write the answer on the white board and
keep it hidden until I ask for boards up.
 When I say boards up, all groups must hold their boards up so I can
check answers.  Any group that does not put their board up immediately will
not count. 
 I award points, and the next group selects a category and amount.
 The group with the most points at the end wins. 

I remind the groups that my expectation is for all students to be active

participants, and if I see any student not participating in the discussions, they
will be moved to their own group.  I also remind them that they should be
rotating the board around to a new recorder after each answer. 

We begin the Can You Name That Variable game. 

Video of Students playing variable game listing control variables for
experiment "can you jump higher with high top shoes or low top shoes".  
I was very pleased to see all students actively engaged in the game.  They
enjoy playing academic games and work well in groups during these activities.
They did have a very difficult time with control variables, and with the "Name
that Variable" section of the game.  We will  continue to play this game
periodically throughout the year to review.  
10 MINUTES
Data gathered from exit tickets
Exit Ticket

After announcing the winner of the game show, I award them with a prize and ask a student to
pass out an index card to each student. I reveal the final slide of the game which is an exit
ticket problem. I remind students to write their name on their index card and then identify all
three types of variables for the given experiment.

I collect when complete and quickly separate them into three piles “Got it”, “Needs a little more
practice”, and “Needs reteaching”. I will work closely with the struggling students as we work
through experiments over the next week

"Got It" Examples "Needs a little more practice" Examples

"Needs Reteaching" Examples